Teacher Learning of Ambitious and Equitable Mathematics Instruction

Drawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching.

Auteur

Ilana Horn is Professor of Mathematics Education at Vanderbilt University Peabody College, USA, where she heads the Teacher Learning Lab. Brette Garner is Assistant Professor of Mathematics Education at the Morgridge College of Education at the University of Denver, USA.

Contenu

Part 1: Theorizing Mathematics Teachers' Learning

1: The Conditions for Teacher Learning and Nature of Teacher Knowledge

2: How Concepts Change as Teachers Learn Ambitious and Equitable Mathematics Instruction
With Grace A. Chen

3: Mechanisms for Teachers' Concept Development

Part 2: Studying Mathematics Teachers' Learning

4: Designing to Support Mathematics Teachers' Conceptual Change

5: Putting Formative Feedback into Practice
With Patricia Buenrostro and Samantha Marshall

6: Learning to Inquire into Teaching
With Grace A. Chen and Katherine Schneeberger McGugan

7: Learning About Teaching through Moments of Insight
*With Patricia Buenrostro and Samantha Marshall

• 8: Learning about Teaching Over Time
  With Nadav Ehrenfeld and Elizabeth Metts

9: Learning about Teacher Learning